I don't have any research at hand, but I do know that there's some research showing that short texts are excellent for modeling, shared reading, even much of guided reading, but even with that information, the use of short texts shouldn't be generalized to ALL reading because if it is, readers will never practice the application independently of the skills taught (through short texts), especially the deep structure.
On Thu, Sep 4, 2008 at 2:10 PM, STEWART, L <[EMAIL PROTECTED]>wrote: > The latest "philosophy" for teaching reading in my school is that we may > only use "short" pieces of text or very short novels in our classrooms for > upper elementary students,(3rd and 4th graders) regardless of their reading > level based on DRA 2 scores. Last year I held a before school reading > "club" so that I could have the opportunity to read and appreciate, through > discussion, lengthier and more meaningful text with my level 40 and above > readers. Are any of you dealing with this latest "fad" in your districts? > Do any of you have any research that would support the use of shorter or > longer text with upper elementary readers? I have only found one reference > that supported the use of longer text with upper elementary students to > build stamina (Practice with Purpose Debbie Diller). If you are aware of > any current research on this topic, please share. > Thanks. > Leslie > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
